Todays lesson will begin with a brief overview of the history of early genetics as well as discussing the exit slips from the previous day regarding student's questions, concerns, or curiosities. I will use this feedback to aid in the planning of my future unit lessons. We will then begin to discuss the vocabulary that is crucial in understanding genetics. I will show a video discussing the differences between a gene and an allele. Students will then begin learning this vocabulary in order to be ready for the lab that they will be begin this class period.
Groups of 2-3 people should be decided prior to the beginning of the lab
Opening
When the bell rings, students will know to hand in the homework from the previous class into their designated folders. To begin the lesson students will be asked what they found exciting about genetics, I will ask them to quietly write down a list of three things that they found out from their paper yesterday they found either surprising, interesting, or new. While they are doing this I will be taking roll. I will ask some students to share what they found interesting once I have completed roll and we will have a short discussion about how these revelations may be discussed further. The lesson from the previous day will be quickly reviewed and questions answered if there are any.
Activities
- Following The opening activity I will be showing a youtube video on the vocabulary of genetics. I will discuss key root words with them in order to set up the video. I will ask students, what they believe would happen if a blue eyed person and brown eyed person were to have a child? what color eyes would it have? I will then tell students to draw and label the drawing that the video author draws throughout the video. This will give students a visual to refer back to later on.
- As the video progresses, students will be jotting down key words and phrases that they believe to be important to their learning of this topic. After the video is concluded, students will break up into two groups and a game of "pictionary" will be played between the two sides of the classroom. I will give a student a term, they will then be asked to define it using either drawings they saw throughout the video or unique drawings. Students must guess the term "jeopardy style", with the guess being the definition to the term. The only way the team can receive a point is if they are able to define the term.
-I will demonstrate the coiling effect of DNA by coiling a string around a straw. Students will learn about genotypes and phenotypes, as well as the differences between dominant and recessive genes.
-Students will then begin to set up the lab. The lab is structured for students to understand the differences between genotypes and phenotypes and whether they can be predicted accurately. This lab consists of students observing and writing these observations down in a table and attempting to predict whether they are able to predict based on the phenotype of the corn seed what color the plant will become. Students will be expected to observe and record their results as the plant begins to sprout. At which time students will count the amount of white plants and green plants and the number of leaves on each. These results will later be graphed in the lab report. This lesson will teach students that the phenotype can be an indicator of the genotype of a plant, but is not conclusive. Green plants will be viewed as having chlorophyl, while the white plants will be without it. Before potting their seeds, students will create a hypothesis on how many seeds will have the albinism gene based on how they. The plants will be left next to the window and looked at daily as students enter the room. Students will record results for five days, as most plants will be grown enough to tell what color it will be and if it is capable of further growth.
Closing/postlab
As students complete the setup of the "Gene in a Bottle" lab they will be gathered and collected back at their seats to talk about what they will be attempting to accomplish throughout the lab. This includes determining what the gene makeup of the parent plant that dispersed the seeds, and applying whether or not this plant will be likely to succeed in the future. We will then use these questions as a transition to discussing how sex is determined. With the smart board, I will introduce Punnett squares using sex chromosomes as my example. Students will be asked to fill out the Punnett square provided on the lab handout for homework and adjust their hypotheses accordingly.
Assessment Notes
Assessment will be formative as part of their participation grade based on how they were able to set up their lab and if they were willing to participate in the Punnett square portion of the lesson.
Gene in a Bottle
Overview
Todays lesson will begin with a brief overview of the history of early genetics as well as discussing the exit slips from the previous day regarding student's questions, concerns, or curiosities. I will use this feedback to aid in the planning of my future unit lessons. We will then begin to discuss the vocabulary that is crucial in understanding genetics. I will show a video discussing the differences between a gene and an allele. Students will then begin learning this vocabulary in order to be ready for the lab that they will be begin this class period.Standards (Links)
LS3-P6Objectives
Students will be able to...Materials / Preparation Notes
Groups of 2-3 people should be decided prior to the beginning of the lab
Opening
When the bell rings, students will know to hand in the homework from the previous class into their designated folders. To begin the lesson students will be asked what they found exciting about genetics, I will ask them to quietly write down a list of three things that they found out from their paper yesterday they found either surprising, interesting, or new. While they are doing this I will be taking roll. I will ask some students to share what they found interesting once I have completed roll and we will have a short discussion about how these revelations may be discussed further. The lesson from the previous day will be quickly reviewed and questions answered if there are any.Activities
- Following The opening activity I will be showing a youtube video on the vocabulary of genetics. I will discuss key root words with them in order to set up the video. I will ask students, what they believe would happen if a blue eyed person and brown eyed person were to have a child? what color eyes would it have? I will then tell students to draw and label the drawing that the video author draws throughout the video. This will give students a visual to refer back to later on.- As the video progresses, students will be jotting down key words and phrases that they believe to be important to their learning of this topic. After the video is concluded, students will break up into two groups and a game of "pictionary" will be played between the two sides of the classroom. I will give a student a term, they will then be asked to define it using either drawings they saw throughout the video or unique drawings. Students must guess the term "jeopardy style", with the guess being the definition to the term. The only way the team can receive a point is if they are able to define the term.
-I will demonstrate the coiling effect of DNA by coiling a string around a straw. Students will learn about genotypes and phenotypes, as well as the differences between dominant and recessive genes.
-Students will then begin to set up the lab. The lab is structured for students to understand the differences between genotypes and phenotypes and whether they can be predicted accurately. This lab consists of students observing and writing these observations down in a table and attempting to predict whether they are able to predict based on the phenotype of the corn seed what color the plant will become. Students will be expected to observe and record their results as the plant begins to sprout. At which time students will count the amount of white plants and green plants and the number of leaves on each. These results will later be graphed in the lab report. This lesson will teach students that the phenotype can be an indicator of the genotype of a plant, but is not conclusive. Green plants will be viewed as having chlorophyl, while the white plants will be without it. Before potting their seeds, students will create a hypothesis on how many seeds will have the albinism gene based on how they. The plants will be left next to the window and looked at daily as students enter the room. Students will record results for five days, as most plants will be grown enough to tell what color it will be and if it is capable of further growth.
Closing/postlab
As students complete the setup of the "Gene in a Bottle" lab they will be gathered and collected back at their seats to talk about what they will be attempting to accomplish throughout the lab. This includes determining what the gene makeup of the parent plant that dispersed the seeds, and applying whether or not this plant will be likely to succeed in the future. We will then use these questions as a transition to discussing how sex is determined. With the smart board, I will introduce Punnett squares using sex chromosomes as my example. Students will be asked to fill out the Punnett square provided on the lab handout for homework and adjust their hypotheses accordingly.Assessment Notes
Assessment will be formative as part of their participation grade based on how they were able to set up their lab and if they were willing to participate in the Punnett square portion of the lesson.